Academic Intervention Services (AIS)
Academic Intervention Services (AIS) supports students in kindergarten, first, and second grade in reading and writing by working in small groups with a teacher to target specific skills. Students are targeted for AIS based on baseline reading and writing assessments. Students will be provided with small group instruction on a variety of strategies to assist students in meeting grade level standards. Student progress will be monitored and reassessed every six to eight weeks to determine whether services should continue or whether students have reached grade level benchmarks. AIS will be ongoing throughout the school year with students being added and removed from groups as needed based on ongoing assessments.
Speech and Language Therapy
Mrs. Evaniski & Mrs. Barrett
Our goal as speech-language providers is to collaborate with classroom teachers and other support staff to ensure that your child receives the maximum benefit from the speech-language program. The program is standard and curriculum based and driven by the student's Individualized Education Program (IEP) goals and provides an integrated approach to speech-language therapy. Speech-language services are provided to facilitate the children's speech and language development. In the speech-language program, we informally assess and determine each child's strength/weaknesses, establish goals, monitor progress and provide the appropriate speech-language therapy. Therapy focuses on improving speech and language skills via small group instruction activities as per IEP mandates.
Integrated Co-Teaching (ICT)
Students at all academic levels benefit from alternative assignments and greater teacher attention in small-group activities that co-teaching makes possible. Co-teaching allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs. Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively.
Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability.
One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.
One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.
Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.
Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.
Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.
Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.